Section IV

Resources

What is Available in the Community?

Resources for recreation participation are available through many avenues. The following list can help give suggestions for places to look for recreation options. In addition, talking to others can be one of the best resources - what do co-workers do? Where do the neighbors go on the weekends? People can give great ideas for what's going on in the community .
 
 

Make some phone calls or use the internet:

Find out about SPECIFIC activities:

Look in the Telephone Book -- Yellow Pages:

Associations: consider being a volunteer or a member

(Girl Scouts, Boy Scouts, Jaycees, etc.)

Athletic Fields, Stadiums, Arenas

Athletic Organizations (also - sporting goods)

Baseball (or any other specific activity)

Clubs

Crafts

High Schools and Universities

Historical Places

Museums

Music

Restaurants

Theaters

Ask the Chamber of Commerce about:

Recreation opportunities in the area

Upcoming special events

Ask Park and Recreation Departments about:

On-going programs (leagues, classes)

Special events (festivals)

Parks and facilities (gyms, pools, hiking areas, campgrounds, etc.)

Clubs

Trips

Volunteer opportunities

Other services

Visit or call other Facilities, such as the YMCA, YWCA, Swim Clubs, etc.

Ask at the Public Library about:

Special events, programs, services

Volunteer opportunities

Ask the Community College about:

Special events

On-going continuing education classes

Ask Information Bureaus (Often sponsored by United Way) about:

Directory of Community Resources

Get online on the Internet and find out what resources and events are available

Social stories
 

Understanding and following social situations and cues can be extremely difficult for people with autism. This is being addressed now with the use of Social Stories. Social Stories are short stories that are personalized for an individual with autism and are usually written by parents or teachers..

The concept of Social Stories was developed by Carol Gray and helps to answer questions about how to act appropriately in certain social situations, (such as who, what, when, where, and why in social situations). According to Carol Gray, social stories focus on describing and explaining the

often abstract and subtle social cues and understandings that can be so hard to follow. When using a social story, the perspective is based upon the person with autism, the perspective of others, the social expectations of a situation, and the way to make the best choices in those situations.

Social stories are scripted scenarios that people with autism can write with a support person. These are simple, direct stories that follow a simple format and clearly explain what is expected/going on if a specific social situation. The social stories can help the person with autism resolve issues that are frustrating, reinforce social rules, and other more abstract concepts that may be difficult to understand. Social stories help individuals with autism learn appropriate ways to interact in social situations. They can teach how to follow a routine, how to ask for help, how to handle a difficult situation, or how to respond to emotions such as frustration or anger.

Examples to follow.

Types of Social Story Sentences

There are four different types of sentences used in social stories: descriptive, directive, perspective, and control. Carol Gray, suggestions for every one directive or control sentence that there should be two to five descriptive or perspective sentences.

Descriptive Sentences objectively define the situation (Who, What, Where)

Example: Sometimes a person says, "I changed my mind."

Perspective Sentences describe the reactions, feelings, or thoughts of other people in a situation.

Example: "I changed my mind," means that the person had one idea but now they have a

new idea. Control Sentences are often written with the client to identify strategies used to recall the information in the story and remember what to do. These sentences can incorporate a client's interests to help them remember. A client who is interested in insects might use a sentence like the one in the example below.

Example: When someone says, "I changed my mind," I can think of an idea becoming

better - like a caterpillar changing into a butterfly. Directive Sentences are individualized statements of desired response. They often follow descriptive sentences and should tell a client what to do rather than what not to do.

Example: If someone changes his/her mind I can take 3 deep breaths and then say

to myself, "this new idea could be even better."

Examples of a Social Story:

(For a person with autism who wants to read the newspaper during breakfast instead of talking to the other person at the table, the following is a social story that could be used. It is based upon a painting by Norman Rockwell that shows a couple sitting at a table. The man has a newspaper in front of his face. The woman is drinking coffee and looking off into the distance.)

The newspaper comes almost every morning before breakfast. I enjoy reading the newspaper. Often, I read the newspaper while I am eating breakfast.

(Descriptive)

I usually eat breakfast with Sally. Sometimes Sally has important things to tell me at breakfast time. She might need to tell me to buy something at the grocery store or

she might want to tell me what she is going to do that day. (Descriptive)

When someone else is talking, they like to have other people listen. When you are looking at someone who is talking, they can tell you are listening. If they can't see

your face, they don't know if you are looking at them, so they don't know if you are listening. (Perspective)

I can think of what Sally says as the "Sally Daily Newspaper." Listening to her will be like reading the Sally Daily. (Control)

When Sally talks to me at breakfast, I will put down my newspaper so that she can see my face. Then she will know that I am listening. (Directive)

The newspaper comes almost every morning before breakfast. I enjoy reading the newspaper. Often, I read the newspaper while I am eating breakfast. (Descriptive)

I usually eat breakfast with Sally. Sometimes Sally has important things to tell me at breakfast time. She might need to tell me to buy something at the grocery store or she might want to tell me what she is going to do that day. (Descriptive)

When someone else is talking, they like to have other people listen. When you are looking at someone who is talking, they can tell you are listening. If they can't see your face, they don't know if you are looking at them, so they don't know if you are listening. (Perspective)

I can think of what Sally says as the "Sally Daily Newspaper." Listening to her will be like reading the Sally Daily. (Control)

When Sally talks to me at breakfast, I will put down my newspaper so that she can see my face. Then she will know that I am listening. (Directive)

(From Kerry Hogan, Division TEACCH, UNC-CH)

Bill's Swimming Social Story

By Jenny Elkins Hanspal

(Bill needed reminding about the rules, the sequence, and what was expected of him when he would go swimming with his class. The following is the social story that was written to help him.)

Swimming can be fun!

I like to go swimming!

Sometimes I go swimming with my dad.

Dad and I have fun playing games and having fun in the swimming pool.

Sometimes I go swimming with my school friends and teachers.

When I go swimming with my school friends and teachers, I get to swim with a swim buddy.

My swim buddy is Mrs. Jenny.

Mrs. Jenny and I will practice swimming skills together.

I need to practice my swimming skills so I can swim in a race during the Swimming Olympics in April.

First, I will get a kickboard and practice kicking my feet with Mrs. Jenny's help.

I will try to swim all the way down to the end of the pool using the kickboard.

Then I will get to practice kicking with a barbell.

When Mrs. Jenny says, "swimming practice is finished," then I can play with the swimming rings.
 


Listening to Stories

Sometimes people listen to stories.

Stories can be about things that really happened or they can be make believe.

Some stories are long and take awhile to read. Other stories are short and take only a few minutes.

Some stories have pictures and others just have words.

Sometimes I can learn new things from stories.

I can listen to stories at home and at school.

When I listen to stories I sit quietly and pay attention.

Other children listen to the stories, too. That is why I have to be quiet, so everyone can hear. 

(From The Original Social Story Book , written by students at Jenison High School)

Games/toys/suggested activities
 Toys for Children with Autism (from The National Society for Autistic Children, 1980)
Games Analysis List

Easy (3-5 year developmental level or younger if visual motor skills are high. Requires some matching, minimal motor coordination.)

Moderate: (4-5 year developmental level. Requires some counting or matching and more motor coordination.) Games for Growing- Counting International Games Difficult: (5-8 year developmental level. Requires higher level skills and bilateral coordination.)
References and Other suggested readings
 American Therapeutic Recreation Association (ATRA). (1998). Recreational Therapy: A Summary of Health Outcomes. Published and distributed through ATRA at (703) 683-9420, Alexandria, VA.

Beyer, J. & Gammeltoft, L. (1998, English in 2000). Autism and Play. Philadelphia; PA, Jessica Kingsley Publishers.

Brockett, S. (1998). Developing Successful Play Activities for Individuals with Autism. Advocate, Nov-Dec, 15-17.

Center for Recreation and Disability Studies/Department of Recreation & Leisure Studies at UNC- Chapel Hill. (1992). School-Community Leisure Link. Chapel Hill, NC. Available through the Department of Recreation and Leisure Studies, CB# 8145, Evergreen House, UNC-CH, Chapel Hill, NC 27599-8145.

Coyle, C.P., Kenney, W.B., Riley, B, & Shank, J.W. (Eds.) (1991). Benefits of Therapeutic Recreation: A Consensus View. Ravensdale: Idyll Arbor, Inc.

Gray, Carol. Social Stories and Comic Strip Conversations: Unique Methods to Improve Social Understanding. (Video and booklet) . Arlington, TX. Future Horizons.

Gray, Carol. (1993). Taming the Recess JuNgLe. Arlington, TX. Future Horizons.

Hogan, K. (1998). Social Story. Nonpublished, distributed through Division TEACCH.

Mesibov, G.B., Adams, L.W., and Klinger, L.G. (1998) Autism: Understanding the Disorder. Plenum Publishing Corporation.

Norris, C, and Dattilo, J. (1999). Evaluating Effects of a Social Story Intervention on a Young Girl with Autism. Focus on Autism and Other Developmental Disabilities, 14 (3), 180-186.

Schleien, S.J., Meyer, L.H., Heyne, L.A., and Brandt, B.B. (1995). Lifelong Leisure Skills and Lifestyles for Persons with Developmental Disabilities. Baltimore, MD. Paul H.

Brookes Publishing Co.

Schleien, S.J, Ray, M.T., & Green, F.P. (1997). Community Recreation and People with Disabilities. 2nd Edition. Baltimore, MD. Paul H. Brookes Publishing.

TEACCH. Independent Tasks: Work Activities for Students with Autism and Other

Visual Learners. TEACCH, University of North Carolina. 1992.

Various Authors. (1993). The Original Social Story Book. Arlington, TX. Future Horizons.

Links

TEACCH http://www.unc.edu/depts/teacch/teacch.htm

Autism Society of North Carolina http://www.autismsociety-nc.org/

Autism Society of America http://www.autism-society.org/

ATRA http://www.atra-tr.org/atra.htm

NTRS http://www.activeparks.org/branches/ntrs/

NCRTA http://www.ncrta.org/

Toys R Us http://www.toysrus.com/

Zany Brainy http://www.zanybrainy.com/index.jsp